HSSGOVT.SILTARA

HSSGOVT.SILTARA was established in 2008 and it is managed by the Department of Education. It is located in Rural area. It is located in PATHARIA block of MUNGELI district of Chhattisgarh. The school consists of Grades from 9 to 12. The school is Co-educational and it doesn’t have an attached pre-primary section. The school is Not Applicable in nature and is not using school building as a shift-school. Hindi is the medium of instructions in this school. This school is approachable by all weather road. In this school academic session starts in April.          The school has Government building. It has got 0 classrooms for instructional purposes. All the classrooms are in good condition. It has 2 other rooms for non-teaching activities. The school has a separate room for Head master/Teacher. The school has No Boundary Wall boundary wall. The school has doesn’t have electric connection. The source of Drinking Water in the school is Hand Pumps and it is functional. The school has 1 boys toilet and it is functional. and 1 girls toilet and it is functional. The school has no playground. The school has no library and has 0 books in its library. The school does not need ramp for disabled children to access classrooms. The school has 4 computers for teaching and learning purposes and all are functional. The school is not having a computer aided learning lab. The school is Not Applicable providing mid-day meal.

HSSGOVT.SILTARA: A Comprehensive Profile of a Rural Secondary School in Chhattisgarh, India

HSSGOVT.SILTARA, a government-run co-educational secondary school, serves the rural community of Patharia block in Mungeli district, Chhattisgarh. Established in 2008 under the Department of Education, the school offers classes from 9th to 12th standard, following the State Board curriculum for both 10th and 12th-grade examinations. The school’s instruction medium is Hindi.

The school building, though lacking boundary walls and electricity, provides essential facilities for students and staff. Two functional toilets, one each for boys and girls, cater to the students’ hygiene needs. Access to potable water is ensured through hand pumps. The school’s infrastructure also includes a dedicated room for the head teacher/staff.

Despite its rural location, the school boasts a modern technological edge with four functional computers available for teaching and learning purposes. However, a computer-aided learning lab is absent, indicating potential for future development and technological upgrades.

The teaching staff comprises five teachers, three male and two female. The absence of pre-primary sections focuses the school’s resources on providing quality secondary and higher secondary education.

Importantly, the school has undergone a relocation to a new site, showcasing its commitment to providing an improved learning environment for its students.

The school’s rural setting also influences its operational aspects. The academic year commences in April, aligning with the regional climate and agricultural calendar. The school does not provide mid-day meals, reflecting its adherence to the prevailing education policies in the region.

Although the school lacks a library and playground, its dedicated teachers and available resources contribute to its role in providing quality secondary and higher secondary education to the local community. The presence of computers underscores a conscious effort to integrate technology into the curriculum, albeit without a dedicated computer lab.

The school’s management remains committed to providing education to students in this rural setting, and despite the absence of certain amenities, its basic infrastructure supports its crucial role in community development.

The lack of a boundary wall and electricity presents opportunities for future improvement, potentially attracting additional resources and enhancing the school’s overall functionality and safety.

The school’s data underscores the need for continued support and development in rural education, highlighting the balance between existing resources and the potential for enhancement through infrastructural development and technological upgrades. The school’s existence, despite challenges, remains a testament to the dedication of the teaching staff and the importance of educational access in even the most remote areas.